31 Quality and Its Measurement
in Distance Education
Annette C. SherryUniversity of Hawaii at Manoaasherry@hawaii.edu

Translating ideals of academic excellence into applicable terms for providers and users of
distance education is not an easy task. Providing exemplary pedagogical experiences within
rapidly changing technological environments requires the combined efforts of everyone engaged in the distance learning enterprise. In this newcentury, with distance education expanding
worldwide, the urgency of quality assurance is apparent.

The organization of this chapter's exploration of quality measurement in distance learning
is depicted in Fig. 31.1.

As suggested by the dashed frame, the chapter begins by “framing” the overall condition of
distance learning today through an introduction that recognizes the variety of large and small
providers (represented by the thick and thin dashed lines of the frame) who engage in designing and delivering distance education. The lighting bolt primarily represents Internet-based
delivery but also symbolizes by its repetition other electronic means for delivering instruction.
Fittingly, the learners are at the core of the distance learning picture, whose dynamic and
fluctuating nature is indicated by the jagged dashed lines. Factors encompassing the evaluation
of the learners' four main types of responses to their experiences are presented next, as the
learners are the main focus. To engender a better understanding of the framework in which
learning occurs, the chapter then explores issues surrounding quality at the institutional and
faculty levels. Although institutional and faculty issues are somewhat distinct, as indicated by
the dashed line used to separate the institution and the faculty, they are interrelated, indicated
by the use of similar shades of gray. The policies and procedures that institutions choose to
implement directly impact faculty responses, as do faculty initiatives within the institution.
For these reasons, institutional and faculty issues are commingled to some extent during the
discussion of sample guidelines and projects intended to illuminate exemplary distance learning. Descriptions of representative global, national, and institutional initiatives and projects
are also used to illustrate relevant points.

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